improving engagement of high school students in …

IMPROVING ENGAGEMENT OF HIGH SCHOOL STUDENTS IN UNITED STATES HISTORY THROUGH COLLABORATIVE LEARNING

by

Michael R. Evans

A capstone project submitted in partial fulfillment of the requirements to achieve the degree of Masters of Arts in Education

Hamline University

Saint Paul, Minnesota

May 2018

Capstone Advisor: Laura Haldin Content Expert: Phillip Hutcheson Contributing Editor: Natalie Evans

Summary

The project described and presented in this Capstone looked at developing curriculum for

a 9th grade United States History class, studying World War II. The research question for this

capstone looked at how to improve engagement of high school students in United States History

through collaborative learning. By taking lessons that were originally designed for individuals

and turning those into group activities, the goal is to create positive learning outcomes, facilitate

meaningful discussion, and learn various skills that contribute to working within a group.

Collaborative learning is a proven pedagogical method that allows students to take

ownership of the learning in a classroom. When group work is methodical, and expectations are

clearly stated, the intended outcomes are met while creating a sense of community within each

class. Within each class, students are placed with peers that will allow for all members to benefit.

Group work has the potential of being detrimental if it is not carefully planned out and

methodically executed with clear outcomes stated by the teacher.

The unit outline is modeled after McTighe and Wiggins’ Unit by Design framework.

Each lesson, activity, and assessment are structured to help students answer the unit guiding

questions, the big ideas and concepts from WWII. These questions and broad concepts are

developed from looking at state and national social studies standards. Paired with these essential

questions are particular skills that students should develop throughout the entire unit. While

students won’t master these skills solely through the two-week unit, they will work towards

improvement. These skills include, but are not limited to, critical thinking and reasoning,

research, civil discourse, and collaboration. These skills, as well as many others, are included

within the UbD outline in an effort to remind the teacher what area of development students will

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focus on during each lesson. The unit outline highlights the important concepts, skills, and

objectives that each lesson is intended to meet. There is a brief overview listing the daily lessons

for the unit as well. Included within the project are daily lesson plans, set up using the UbD

framework. These daily plans outline each lesson’s intended learning targets, essential questions,

and provides insight into the various forms of assessments that will be used each day to monitor

the progress of each student.

The daily lessons involved throughout this unit look to incorporate the various methods

and intended outcomes involved in collaborative learning. Students will learn how to discuss,

reason, critically think, analyze, and debate with peers using the provided resources. The class

resources vary from political cartoons to primary source transcripts, and include numerous

readings from both textbook and supplementary materials. These activities can all be done as

individuals, but the intended purpose of each lesson is to create a collaborative environment.

While students will be working collaboratively throughout this unit, the assessments will focus

on the individual’s ability to meet the intended learning targets for each day, as well as the

overall unit. The final assessments within this unit will involve a group test that is comprised of

subjective questions, and an individual test that is made up of objective questions. The group

assessment is used to generate discussion of the main topics and allow for students to learn from

peers in preparation for the individual test. Observation is a crucial element to incorporate

collaborative learning in a classroom, as teachers must consistently be involved to correct any

misconceptions, and ensure groups are staying on task. Successful collaboration keeps the

teacher involved by working with groups, and guiding students towards the learning objectives.

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STAGE 1 – DESIRED RESULTS

Unit Title: World War II Established Goals: MN State Standard Code 9.4.4.21.4, 9.4.4.21.5, 9.4.4.21.6 Understandings: Students will understand that…

● Decisions made at the Treaty of Versailles played a significant role in the build up to WWII.

● Various reasons allowed for powerful, and dangerous, dictators to rise to power in countries throughout Europe.

● The United States was unprepared, yet financially invested, in the war prior to the attack Pearl Harbor.

● The US mobilization effort helped bring an end to the Great Depression.

● FIghting in Europe was vastly different than the fighting US Marines experienced in the Pacific.

● The US withheld hundreds of thousands of Japanese American citizens, without due process, for multiple years.

● The significance of the Atomic bomb’s use and how it redefined foreign relations with hostile countries.

● Individual stories shared by veterans and citizens experienced throughout the war.

● Impact of the Holocaust.

Essential Questions: ● What were the political, social, & economic issues

that allowed for Hitler (and other dictators) rise to power post-WWI?

● How did the rest of the “industrialized” world respond to the rise of Nazi Germany?

● What role did advancements in science and technology play in WWII?

● What were the major events, key people, and important geographical locations, throughout the war?

● How did the conditions in Nazi Europe (and public opinion around the world) lead to the persecution of various minority and religious groups through the course of the war?

● What is the lasting impact (socially, economically, politically, and morally) that WWII had on the modern United States?

Students will know: ● Chronological order of events leading up to and

during WWII. ● Important people/leaders of Allies/Axis Powers. ● Geographical locations throughout the war. ● Vocabulary pertaining to WWII. ● Total casualties suffered through the War. ● Total casualties suffered during the Holocaust. ● US legislation passed during 1930 to 1945

Students will be able to: ● • Reflect on previous knowledge on WWII and

discuss with peers. ● Debate actions taken by foreign governments

(appeasement) and policies created by the US Government (Japanese Internment, dropping of the Atomic Bomb)

● Recognize key figures and explain the role each played throughout the war.

● Identify geographical locations such as participating countries, battle locations, etc.

● Research and create presentations. ● Collaborate with peers, consistently, through DBQs,

research, presentations, assessments.

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STAGE 2 – ASSESSMENT EVIDENCE Performance Tasks:

● Reflect on prior knowledge, sharing with peers.

● Rank list of possible reasons for the rise of Hitler in Nazi Germany, share rationale with group.

● Collaborate through analyzing primary sources and create support for or against the policy of Appeasement.

● Analyze political cartoons. ● Research and present information

regarding various battles, locations, and military strategies.

● Deliberate, as a group, over the justification of using the atomic bomb in Japan.

● Place photos in chronological order through a gallery walk of Holocaust images.

Other Evidence: Note assignments (10) Exit/Entrance slips Group presentations Written response and analysis of primary sources (DBQ) Map of Europe and of Japan Group written assessment Individual Objective Test

STAGE 3 – LEARNING PLAN

Summary of Learning Activities: Day 1: KWL Chart/Guiding Questions Day 2 Hitler’s Rise group reading Day 3 Entrance slips/Appeasement DBQ’s as group Day 4: Fishbowl debate on Appeasement/Analyze political cartoons as a group Day 5: Atlantic Charter, lendlease/cash & carry Day 6: Pearl Harbor Day 7: Mobilize for war - Dday Landing Day 8: Group research/presentations on the Battles in Europe Day 9: Group research/presentations on Battles in Pacific Day 10: Pacific/Atomic Bomb DBQs Day 11: A bomb Socratic Seminar Day 12:War Conferences Simulation Day 13: Group Assessment - written test Day 14: Individual Assessment - objective test

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Lesson Topic: Rise of Hitler Grade level: 9 Length of lesson: 44 minutes

Stage 1 – Desired Results Content Standard(s): MN State Standard Code 9.4.4.21.4, 9.4.4.21.5, 9.4.4.21.6 Understanding (s)/goals Students will understand: Effects of WWI and the Treaty of Versailles left some countries completely devastated, and unstable. Hitler’s rise to power was not created in a vacuum, and happened over many years leading into WWII.

Essential Question(s): What were the political, social, & economic issues that allowed for Hitler (and other dictators) rise to power post-WWI?

Student objectives (outcomes): Students will be able to: Analyze information provided in the article. Create an evidence-based argument to support your ideas.

Stage 2 – Assessment Evidence Performance Task(s): Highlight the reasons Hitler rose to power in Germany. Rank those reasons and create an argument to support ideas. Communicate with group members and create a new list of main reasons.

Other Evidence: Highlighted information on the reading packet. Group and class discussions.

Stage 3 – Learning Plan Learning Activities: (15 minutes) Pass out Hitler’s Rise to Power reading packets to each student, explaining that students should read through the article, individually, and highlight the reasons (at least 10) Hitler came to power in Germany. Students will then rank these reasons in order of most important (1) to least important (10) (5 minutes) Students will share their top THREE reasons and explain why he/she chose those reasons with group members. (15 minutes) Groups will discuss the different lists, and collaborate to make a new list of top reasons (1-3) and provide evidence-based explanation of why. (Remaining time) Teacher will bring the entire class together, asking each group to write their top three on the board for each group to see. Groups will select a representative to share their list, and provide explanations. Finally, as a class, create a new top three list based on the group’s discussion. *Discussion can go into the next day.

5

6

(Cusack, 1990)

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(Cusack, 1990)

Lesson Topic: Appeasement Grade level: 9 Length of lesson: 44 minutes (2 Days)

Stage 1 – Desired Results Content Standard(s): MN State Standard Code 9.4.4.21.4, 9.4.4.21.5, 9.4.4.21.6 Understanding (s)/goals Students will understand: The concept/strategy of appeasement. Various opinions of how countries should react to the rise of Hitler in Germany.

Essential Question(s): How did the rest of the “industrialized” world respond to the rise of Nazi Germany?

Student objectives (outcomes): Students will be able to: Reflect on messages and meanings behind the political cartoons. Interpret and explain relevance and significance behind the primary source material.

Stage 2 – Assessment Evidence Performance Task(s): Define ‘appeasement’ as a class. Analyze Political Cartoons and discuss the symbolism within each image. Read through primary texts, analyzing the significance.

Other Evidence: Questions that correlate to the documents. Group/class discussions. Short essay based on primary source documents.

Stage 3 – Learning Plan Learning Activities: (5 minutes) Definition of appeasement will be provided at the start of class, will relate the term appeasement to the prior day’s reading: The Rise of Hitler . (20 minutes) Political Cartoon discussion (2 minutes) Hand out DBQ packets to each student, go through directions as a class (30 minutes) Groups will work through DBQ packets together, reading the documents provided and answer the corresponding questions Remainder of class time students will respond individually to the following prompt: Was appeasement the best policy for dealing with Germany/Hitler?

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9

(Dr. Seuss, 1941)

10

(Low, 1936)

(Dr. Seuss, 1941)

DBQ Grading Rubric

● Introduction - Brief Overview N/A

● Thesis - Reasons Listed ___/3

● Body Paragraphs w/ Quotes (Cited) ___/12 (6 pts / paragraph x 2)

● Conclusion - Thesis “Reignited” N/A

TOTAL ___/15

DBQ Grading Rubric





TOTAL ___/15

DBQ Grading Rubric





TOTAL ___/15

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Lesson Topic: WWII European Battles Grade level: 9 Length of lesson: 44 minutes (2 Days)

Stage 1 – Desired Results Content Standard(s): MN State Standard Code 9.4.4.21.4, 9.4.4.21.5, 9.4.4.21.6 Understanding (s)/goals Students will understand: Intensity of fighting during the major battles of WWII. Military strategies for both sides, geographical significance of battles.

Essential Question(s): What role did advancements in science and technology play in WWII? What were the major events, key people, and important geographical locations, throughout the war?

Student objectives (outcomes): Students will be able to: Explain the strategies of the Allied forces, from invasion of Italy to the D-Day landing. Identify battle locations throughout the European Theatre of WWII.

Stage 2 – Assessment Evidence Performance Task(s): Create google slide presentation with group members. Provide important details (date, location, etc) that pertain to assigned battle. Explain the significance of the assigned battle. Collaborate with peers and decide who will work on which aspect of the project.

Other Evidence: Presentation of google slideshow. Notes on other groups’ presentations.

Stage 3 – Learning Plan Learning Activities: Day 1: (5 minutes) Warm-up discussion: Students will be shown a map of Europe during WWII that points out Nazi occupation. Groups will then plan out a strategy of how they think the Allies should attack in Europe. (5 minutes) Teacher will assign battles (Sicily, Operation Torch, Operation Overlord, Battle of the Bulge - can add more battles depending on class size) and explain the activity. (Remainder of class) Students will work with peers on researching the assigned battle and create a google slide powerpoint presentation. (If computers are unavailable, students can create a poster with the important information). Day 2: Group Presentations

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22

(Ayes, Schulzinger, de la Teja, & White, 2007)

Lesson Topic: Yalta Conference Simulation Grade level: 9 Length of lesson: 44 minutes

Stage 1 – Desired Results Content Standard(s): MN State Standard Code 9.4.4.21.4, 9.4.4.21.5, 9.4.4.21.6 Understanding (s)/goals Students will understand: Each nation’s strategy and needs at the end of WWII. The rising conflict between the US and Soviet Union that will play out following the war. Many other nations had little say over their individual future. Challenges that world leaders face in the final days of world conflicts.

Essential Question(s): How did the rest of the “industrialized” world respond to the rise of Nazi Germany? What is the lasting impact (socially, economically, politically, and morally) that WWII had on the modern United States?

Student objectives (outcomes): Students will be able to: Analyze countries’ needs and goals based on previous knowledge, and the information provided. Simulate the role of world leaders and negotiate for the benefit of each nation. Discuss the significance of the decisions made at Yalta and Potsdam Conferences.

Stage 2 – Assessment Evidence Performance Task(s): Read through information and determine most important goals for assigned nation. Negotiate terms with group members, awarding points based off information provided in handouts. Determine a ‘winner’ from the final scoresheet.

Other Evidence: Filled out score sheet. Written reflection.

Stage 3 – Learning Plan Learning Activities: (5 minutes) Introduction to Yalta Conference (who/what/where/why?). Overview provided by teacher to give context. (5 minutes) Hand out packets and go over directions with students, answer any questions. (Remainder of class) Students will negotiate with group members and decide how each country will be represented in the final decisions made at the Yalta Conference. Homework: Written reflection What is the significance of the decisions made at the Yalta Conference, and what does this mean for the future?

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OAH Magazine of History - The Cold War Revisited - VOL. 24, NO. 4 - October 2010

O R G A N I Z A T I O N O F A M E R I C A N H I S T O R I A N S

MAGAZINE OF HISTORYPUBLISHED WITH THE GENEROUS SUPPORT OF THE HISTORY CHANNEL

The Cold War

“The Yalta Conference: A Classroom Simulation”

David Ghere

Volume 24, Number 4October 2010

http://www.oah.org/

Yalta Conference History Simulation

The Yalta Conference was a meeting in February 1945 between the leaders of the three major Allied powers fighting against Hitler’s Germany: President Franklin Roosevelt of the United States, Prime Minister Winston Churchill of Great Britain, and Premier Joseph Stalin of the Soviet Union. These leaders sought to defeat Nazi Ger-many as rapidly as possible, but they were also concerned about the future. Anticipating conflict, American and Soviet leaders sought to establish a post-war world in their own best interests. The British, uncomfortable as a second rate power, hoped to protect their power base and so emerge as the leader of a powerful post-war Western Europe. The decisions that these three men made at Yalta shaped the direction of European History for the next forty-five years. Many Cold War disputes have their origin in the agreements and disagree-ments at Yalta.

Simulation Learning Objectives

1. Connect the historical context of the relationships and previous disputes among the three countries with negotiations at the Yalta conference.

2. Recognize how historical context shaped the national goals and negotiation strategies of each country.

3. Assess each nation’s relative success in achieving both their short-term and long-term goals.

4. Consider the merits of those goals with the hindsight of the ensuing historical events.

5. The fates of many smaller European countries were influenced by the decisions of the three leaders at the Yalta

conference: speculate about how the dynamics and out comes of the Yalta conference would have been changed had they been included in negotiations.

6. Experience the challenges and skills needed for effective negotiations.

Published by

112 North Bryan AvenueBloomington, IN 47408-4141

Our MissionThe Organization of American Historians promotes excellence in the scholarship, teaching, and presentation of American history, and encourages wide discussion

of historical questions and equitable treat-ment of all practitioners of history.

American ORGANIZATION OF

Historians

OAH

24


Handout One: Historical ContextThe Soviet Union

Note: This handout is only intended as a sample. Each instructor should create his or her own summary based on information used during class sessions or assigned readings. Additionally, this handout is best provided dur-ing a previous class session or posted on the Internet for students to prepare for the simulation.

1. Russia was invaded three times by European countries (France, World War I Germany, World War II Germany) resulting in the loss of more than 50,000,000 civilians and troops and massive destruction of their land and economy.

2. Due to the numerous invasions over the course of 150 years, the Soviet Union wanted a buffer zone between its country and Europe.

3. Due to its enormous size, Russia is a blend of European and Asian cultures.

4. Russia violated agreement with other Allied countries and signed separate peace treaty with Germany at end of World War I.

5. The Soviets resented the involvement of English, French, and American troops on Russian land to support anticommunist forces during the Russian Civil War after World War I.

6. They signed an agreement with Germany before World War II to divide Poland in half between the two countries. Josef Stalin later justified the decision as necessary to provide more time for his country to prepare for the invasion of Germany.

7. The Soviets were angry that during World War II, the Allies, led by the United States and Great Britain, delayed invasion of Europe until 1944 due to their claim that they were not ready. Some Soviets believed this was deliberate to weaken the Soviet Union through huge losses of troops fighting the Germans on Russian land.

8. The Yalta Conference occurred following the Battle of the Bulge. Russian troops were quickly advancing in Germany toward capturing their capital city of Berlin while the United States and Great Britain were slowly recovering from the German offensive.

9. The leader of the Soviet Union, Josef Stalin, was willing to sacrifice millions of Russian troops for the invasion of Japan if the benefits were high enough.

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Handout One: Historical ContextGreat Britain

Note: This handout is only intended as a sample. Each instructor should create his or her own summary based on information used during class sessions or assigned readings. Additionally, this handout is best provided dur-ing a previous class session or posted on the Internet for students to prepare for the simulation.

1. During World War II, Great Britain had a democratic political system opposed to communists worldwide.

2. Great Britain had a long tradition as a colonial power that occupied or indirectly controlled other countries.

3. The British were on the winning side of World War I, but lost many troops during the conflict.

4. Great Britain was somewhat insulated from other European countries because of the English Channel.

5. The Yalta Conference occurred following the Battle of the Bulge, which placed British and American troops in a defensive position and slowed their advance into Germany.

6. Great Britain was a much smaller country than many others with powerful military forces, such as the United States, Germany, and the Soviet Union. Because of this, Great Britain sought to divide power among a number of countries. They believed more countries with equal power would balance one another and reduce wars.

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Handout One: Historical ContextThe United States

Note: This handout is only intended as a sample. Each instructor should create his or her own summary based on information used during class sessions or assigned readings. Additionally, this handout is best provided dur-ing a previous class session or posted on the internet for students to prepare for the simulation.

1. During World War II, the United States was a strong democratic political system opposed to communists worldwide.

2. The United States had emerged as a colonial power during the 1800s that occupied or indirectly controlled other countries.

3. The United States was on the winning side of World War I with far fewer lost troops than other countries, especially the Soviet Union.

4. The United States was insulated from most other countries in the world due to its geographic isolated location (Atlantic and Pacific oceans on the coasts and peaceful borders with Canada and Mexico).

5. Americans had a strong feeling of historic, political isolationism. Most Americans were uninterested in world political and military involvements due to the two World Wars.

6. The Yalta Conference occurred following the Battle of the Bulge, which placed British and American troops in a defensive position and slowed their advance into Germany. Since the effectiveness of the atomic bomb was still unknown at the time of the Yalta

Conference, the United States was desperate for the other Allied countries to join Americans in a potentially bloody invasion of the home islands of Japan to end the war in the Pacific. It was estimated that perhaps three to five million troops would die during this invasion.

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Handout Two: Goals at YaltaThe Soviet Union

The Eastern European countries seized by the Soviets in 1939–40 were only a portion of the terri-tory separated from Russia following World War I. The Soviets saw this as correcting a wrong that had been inflicted on them and they were adamant that they would retain those territories. The Soviets believed that the spread of communism was both beneficial and inevitable, and they had suffered greatly from two wars with Germany. Friendly communist governments on their borders in Eastern Europe would spread communism and provide the Soviets with allies. A permanently weakened Germany would prevent future wars so the Soviets sought to divide Germany into two countries. The Soviet Union had been devastated by World War II and they demanded war repara-tions from Germany to rebuild their country. Communist doctrine identified colonialism as the exploitation of others and believed that it was the only thing preventing the collapse of capitalism. Therefore, the Soviet Union favored breaking up European empires and giving independence to their colonies.

POINTS AWARDED FOR CONFERENCE AGREEMENTS:

Conference Agreement Point Value Points Awarded in Simulation

Retaining the territory seized in 1939–40 10

Creating friendly governments in Eastern Europe 10

Agreeing to divide Germany into two countries 10

Agreeing to exact German war reparations 10

Condemning European empires. 5

Supporting European empires -10

Giving up territory seized in 1939–40 -10

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Handout Three: Goals at YaltaGreat Britain

Fearing Soviet expansion and postwar confrontations, the British supported the establishment of a United Nations organization to promote world peace. In addition, a rebuilt, united, and demo-cratic Germany would serve as a bulwark against Soviet expansion. Punishing Germany with war reparations would hinder this goal and would repeat the mistake of World War I when harsh war reparations contributed to the rise of Hitler. Recognizing their relative weakness compared to the Americans and Soviets, Great Britain hoped that a rebuilt Western Europe would emerge as a third superpower. Needing French cooperation in this effort, Great Britain sought to elevate the position of France to that of a major power. Since the power of both countries was augmented by their colonies, Great Britain wanted to protect and reestablish the British and French empires. Great Britain wanted to prevent Soviet domination of Eastern Europe, and they hoped that the ex-iled governments in London would be reestablished as their countries were liberated. The British were particularly concerned about Poland and Greece due to their wartime commitments.



Eastablishing the United Nations 10

Placing France on the United Nations Security Council with veto power

10

Creating democratic governments in Eastern Europe

10

Agreeing to reestablish European empires 10

Agreeing that Britain will liberate Greece 5

Agreeing to divide Germany into two countries -10

Agreeing to exact German war reparations -10

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Handout Four: Goals at YaltaThe United States

The United States desperately wanted support in the Pacific war, so their primary goal was to secure a Soviet promise to declare war against Japan. Fearing Soviet expansion and postwar confrontations, the United States supported the establishment of the United Nations to promote world peace. The defeat of Japan would create a power vacuum in Asia that the United States hoped to fill with their long-time ally China, so the United States sought to elevate the position of China to that of a major power. Eastern Europe was a dilemma for the United States, which was committed to the establishment of democratic governments; but Americans also recognized that the Soviets were asking for a sphere of influence similar to what the United States and Great Britain already had. The United States advocated a compromise in which Eastern European governments would be democratic and friendly to the Soviet Union. In another dilemma, the United States generally favored independence for colonies, but also felt the need to support their allies, Great Britain and France. A third concern was containing the spread of communism, so the United States wanted to avoid the entire issue of reestablishing European colonial empires dur-ing the conference. The United States hoped that colonies could get their freedom in a gradual, orderly fashion, as long as they were not leaning toward communism.



Establishing the United Nations 10

Agreeing that the Soviets will enter the war against Japan

10

Creating a democratic Eastern Europe friendly to the Soviet Union

10

Making no statement on European colonial empires

10

Placing China on the United Nations Security Council with veto power

5

Agreeing to divide Germany into two countries -10

Agreeing to exact German war reparations -10

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Handout Five: Short and Long Term Achievments at Yalta (in the point values of the simulation)

The Soviet Union:

Conference Agreement Point Value Points Achieved at

Yalta

Points Achieved by End of the Cold War

Retaining the territory seized in 1939–40 10 10 10

Creating friendly governments in Eastern Europe 10 10 10

Agreeing to divide Germany into two countries 10 0 10

Agreeing to exact German war reparations 10 0 10

Condemning European empires. 5 0 0

Supporting European empires -10 0 0

Giving up territory seized in 1939–40 -10 0 0

Score Achieved at Yalta: 20Score Achieved by End of the Cold War: 40

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Handout Six: Short and Long Term Achievments at Yalta (in the point values of the simulation)

Great Britain:


Yalta


Eastablishing the United Nations 10 10 5

Placing France on the United Nations Security Coun-cil with veto power

10 10 5

Creating democratic governments in Eastern Europe 10 10 5

Aggreeing to reestablish European empires 10 0 0

Agreeing that Britain will liberate Greece 5 5 5

Agreeing to divide Germany into two countries -10 0 -10

Agreeing to exact German war reparations -10 0 -5

Score Achieved at Yalta: 35Score Achieved by End of the Cold War: 5

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Handout Seven: Short- and Long-Term Achievements at Yalta

(in the points values of the simulation) The United States:


Yalta


Establishing the United Nations 10 10 5

Agreeing that the Soviets will enter the war against Japan

10 10 -10

Creating a democratic Eastern Europe friendly to the Soviet Union

10 10 5

Making no statement on European colonial empires

10 10 5

Placing China on the United Nations Security Council with veto power

5 5 -5

Agreeing to divide Germany into two countries -10 0 -10

Agreeing to exact German war reparations -10 0 -5

Score Achieved at Yalta: 45Score Achieved by End of the Cold War: -15

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Lesson Topic: Atomic Bomb Grade level: 9 Length of lesson: 44 minutes

Stage 1 – Desired Results Content Standard(s): MN State Standard Code 9.4.4.21.4, 9.4.4.21.5, 9.4.4.21.6 Understanding (s)/goals Students will understand: WWII was a period in which scientific and technological advancements were made, but not always for the benefit of mankind. The decision to drop the atomic bomb was secretive, and extremely controversial. The impact of the atomic bomb is still relevant in contemporary society.

Essential Question(s): What role did advancements in science and technology play in WWII? What is the lasting impact (socially, economically, politically, and morally) that WWII had on the modern United States? What are the ethical and moral arguments/reasons for, and against, using the atomic bomb? Was the US justified in using the atomic bomb?

Student objectives (outcomes): Students will be able to: Explain the significance of using the atomic bomb on Japan. Identify arguments for, and against, the use of atomic weapons during war. Debate the points for, and against, using the atomic bomb on Japan.

Stage 2 – Assessment Evidence Performance Task(s): Analyze primary source material, including data provided in the aftermath of the bombs. Interpret and discuss the main arguments for and against the use of the bombs. Synthesize the arguments into a written summation.

Other Evidence: DBQ Questions. Written Response.

Stage 3 – Learning Plan Learning Activities: (5 minutes) Introduction: as a class, students will read from American Anthem about the dropping of the atomic bombs on Hiroshima and Nagasaki, and look at photographs of the aftermath. (3 minutes) Teacher will hand out document packets to groups and read through the directions. (Remainder of class) Students will analyze primary sources as a group and answer the corresponding questions. Students will then write a one-page reflection answering: was the US justified in dropping the atomic bomb? using specific evidence from within the primary sources.

34

Atomic Bomb

Atomic Bomb Lesson Plan

Central Historical Question: How should we remember the dropping of the atomic bomb?

Materials:

• Copies of Two Historical Narratives Sheet • Copies of Atomic Bomb Documents A-E • Copies of Japanese Experience Graphic Organizer (copies for half the

class) • Copies of American Experience Graphic Organizer (copies for half the

class) • PDF of Atomic Bomb Images (print out ONE packet for each group of 4) • Copies of Online Memorial Decision Sheet

NECESSARY BACKGROUND:

• Manhattan Project • Background on fighting in Pacific (specifically, Bataan Death March,

Okinawa) Plan of Instruction: 1. Do Now: Write down everything you know about the dropping of the atomic

bomb at the end of WWII. Elicit student responses. Today’s question: How should we remember the dropping of the atomic

bomb? Today you are going to choose an image that will go on a United Nations

website commemorating the dropping of the atomic bomb. 2. Hand out Two Historical Narratives sheet.

Explain that a narrative is a story and like anything, there are many different ways to tell a story. Read Two Historical Narratives as a class. Have students complete the questions at the bottom of the sheet.

3. Divide class into two groups: Japanese Experience Experts and American

Experience Experts.

Hand out: Documents A-E to all students with appropriate Graphic Organizer (½ class Japanese Experience; ½ class American Experience)

35

Atomic Bomb

In pairs, students read through the documents and find evidence to support

their side. 4. Rearrange students into groups of 4, with 2 Japanese Experience Historians

and 2 American Experience Historians. Hand out Online Memorial Decision sheet. Together, each pair shares the evidence for their argument with the other

pair. 5. Hand out one packet of Atomic Bomb Images to each group of 4. Together, the group has to decide which image they think should be selected

to represent the dropping of the atomic bomb on a United Nations website.

6. Debrief:

• Each group shares which image they selected and why.

• Which images were easy to eliminate?

• Students are often asked: Should the United States have dropped the bomb? Why is that a difficult question?

• Do you feel like we can judge Truman’s decision? Why or why not? What would we need to know to feel qualified to judge?

Citations:

John Dower, “Three Narratives of Our Humanity,” in Edward T. Linenthal and Tom

Engelhardt, eds., History Wars: The ‘Enola Gay’ and Other Battles for the American Past, (Metropolitan Books, 1996), 63-96.

Paul Fussell, “Thank God for the Atomic Bomb,” Thank God for the Atomic

Bomb and Other Essays. (New York: Ballentine Books, 1990), 1-22.

Spencer Weart and Gertrud Szilard, Leo Szilard: His version of the Facts, (MIT Press,

1980), 184.

Testimony of Yoshitaka Kawamoto, http://www.inicom.com/hibakusha/yoshitaka.html

Statistics on the Atomic Bomb, http://www.atomicarchive.com/Docs/MED/med_chp10.shtml

© Copyright 2009, Avishag Reisman and Bradley Fogo.

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Atomic Bomb

Two Historical Narratives Name____________

Source: Excerpts from “Three Narratives of our Humanity” by John W. Dower, 1996. The following is from a book written by a historian about how people remember wars. John W. Dower explains the two different ways that the dropping of the atomic bombs on Hiroshima and Nagasaki is remembered.

Hiroshima as Victimization

Japanese still recall the war experience primarily in terms of their own victimization. For them, World War II calls to mind the deaths of family and acquaintances on distant battlefields, and, more vividly, the prolonged, systematic bombings of their cities. If it is argued that the nuclear bombing of Hiroshima was necessary to shock the Japanese to surrender, how does one justify the hasty bombing of Nagasaki only three days later, before the Japanese had time to investigate Hiroshima and formulate a response?

Hiroshima as Triumph

To most Americans, Hiroshima—the shattered, atomized, irradiated city –remains largely a symbol of triumph – marking the end of a horrendous global conflict and the effective demonstration of a weapon that has prevented another world war. It is hard to imagine that the Japanese would have surrendered without the atomic bomb. Japanese battle plans that were in place when the bombs were dropped called for a massive, suicidal defense of the home islands, in which the imperial government would mobilize not only several million fighting men but also millions of ordinary citizens who had been trained and indoctrinated to resist to the end with primitive makeshift weapons. For Japanese to even discuss capitulation (surrender) was seditious (against the law). Guiding Questions

1. In 1-2 sentences each, explain the two narratives (stories) about Hiroshima.

2. Which narrative do you agree with more? Why?

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Atomic Bomb

Document A: Textbook

Even before the bomb was tested, American officials began to debate how to use it. Admiral William Leahy, Chairman of the Joint Chiefs of Staff, opposed using the bomb because it killed civilians indiscriminately. He believed that an economic blockade and conventional bombing would convince Japan to surrender.

Secretary of War Henry Stimson wanted to warn the Japanese about the bomb while at the same time telling them that they could keep the emperor if they surrendered. Secretary of State James Byrnes, however, wanted to drop the bomb without any warning to shock Japan into surrendering.

President Truman later wrote that he “regarded the bomb as a military weapon and never had any doubts that it should be used.” His advisers had warned him to expect massive casualties if the United States invaded Japan. Truman believed it was his duty as president to use every weapon available to save American lives.

Source: American History Textbook, American Vision, pg. 615.

Document B: Thank God for the Atomic Bomb

My division, like most of the ones transferred from Europe was going to take part in the invasion at Honshu (an island of Japan). The people who preferred invasion to A-bombing seemed to have no intention of proceeding to the Japanese front themselves. I have already noted what a few more days would mean to the luckless troops and sailors on the spot…. On Okinawa, only a few weeks before Hiroshima, 123,000 Japanese and Americans killed each other. War is immoral. War is cruel. Source: Paul Fussell, a World War II Soldier, Thank God for the Atom Bomb, 1990.

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Document C: Stopping Russia

“[Byrnes] was concerned about Russia's postwar behavior. Russian troops had moved into Hungary and Romania, and Byrnes thought it would be very difficult to persuade Russia to withdraw her troops from these countries, that Russia might be more manageable if impressed by American military might, and that a demonstration of the bomb might impress Russia.”

Source: James Byrnes was one of Truman's advisors on the atomic bomb. In addition to defeating Japan, he wanted to keep the Soviet Union from expanding its influence in Asia and to limit its influence in Europe. Manhattan Project scientist Leo Szilard met with Byrnes on May 28, 1945. Leo Szilard wrote about his meeting with Byrnes in 1980.

Document D: Survivor

One of my classmates, I think his name is Fujimoto, he muttered something and pointed outside the window,saying, "A B-29 is coming." He pointed outside with his finger. So I began to get up from my chair and asked him, "Where is it?" Looking in the direction that he was pointing towards, I got up on my feet, but I was not yet in an upright position when it happened. All I can remember was a pale lightening flash for two or three seconds. Then, I collapsed. I don’t know much time passed before I came to. It was awful, awful. The smoke was coming in from somewhere above the debris. Sandy dust was flying around. . .

I crawled over the debris, trying to find someone who were still alive. Then, I found one of my classmates lying alive. I held him up in my arms. It is hard to tell, his skull was cracked open, his flesh was dangling out from his head. He had only one eye left, and it was looking right at me. . . . he told me to go away.

I, so, was running, hands were trying to grab my ankles, they were asking me to take them along. I was only a child then. And I was horrified at so many hands trying to grab me. I was in pain, too. So all I could do was to get rid of them, it s terrible to say, but I kicked their hands away. I still feel bad about that. I went to Miyuki Bridge to get some water. At the river bank, I saw so many people collapsed there. . . I was small, so I pushed on the river along the small steps. The water was dead people. I had to push the bodies aside to drink the muddy water. We didn't know anything about radioactivity that time. I stood up in the water and so many bodies were floating away along the stream.

Source: Yoshitaka Kawamoto was thirteen years old. He was in the classroom at Zakoba-cho, 0.8 kilometers away from the hypocenter. He is now working as the director of the Hiroshima Peace Memorial Museum, telling visitors from all over the world what the atomic bomb did to the people of Hiroshima.

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Document E: Hiroshima and Nagasaki Casualties

TABLE A: Estimates of Casualties

Hiroshima Nagasaki

Pre-raid population 255,000 195,000

Dead 66,000 39,000

Injured 69,000 25,000

Total Casualties 135,000 64,000

TABLE B: Cause of Immediate Deaths

Hiroshima

Cause of Death Percent of Total

Burns 60%

Falling debris 30

Other 10

Nagasaki

Cause of Death Percent of Total

Burns 95%

Falling debris 9

Flying glass 7

Other 7

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Atomic Bomb

Japanese Experience Experts You and your group are historians who specialize in Japanese history. In particular, you are very familiar with the Japanese experiences of Hiroshima and Nagasaki. Directions:

• To prepare for a discussion with a group of American experience historians, go through the Atomic Bomb Documents packet.

• As you re-read with your group, highlight or underline quotes, facts, images, information, etc. that supports the “Hiroshima as Victimization” narrative. In other words, look for information that proves that America was wrong to drop the atomic bomb.

• Record your main points in the space below.

Japanese Experience – Main Points…

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Atomic Bomb

American Experience Experts You and your group are historians who specialize in American history. In particular, you are very familiar with the American experiences during WWII and President Truman’s decision to drop the atomic bomb. Directions:

• To prepare for a discussion with a group of Japanese experience historians, go through the Atomic Bomb Documents packet.

• As you re-read with your group, highlight or underline quotes, facts, images, information, etc. that supports the “Hiroshima as Triumph” narrative. In other words, look for information that proves that America was right to drop the atomic bomb.

• Record your main points in the space below.

American Experience – Main Points…

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Atomic Bomb

Online Memorial Decision

My group: The other group’s main points were:

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Image title: The following caption will accompany this image: We chose this image because:

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Lesson Topic: Group Assessment Grade level: 9 Length of lesson: 44 minutes

Stage 1 – Desired Results Content Standard(s): MN State Standard Code 9.4.4.21.4, 9.4.4.21.5, 9.4.4.21.6 Understanding (s)/goals Students will understand: The main causes of WWII and how appeasement played a major role. Vocabulary, geographical locations, key figures involved throughout the war. Major conflicts and strategy implemented by the military in both Europe and the Pacific. The role discrimination and persecution played throughout the war all over the world. The impact of the atomic bomb and what it meant for the future.

Essential Question(s): What were the political, social, & economic issues that allowed for Hitler (and other dictators) rise to power post-WWI? How did the rest of the “industrialized” world respond to the rise of Nazi Germany? What role did advancements in science and technology play in WWII? What were the major events, key people, and important geographical locations, throughout the war? How did the conditions in Nazi Europe (and public opinion around the world) lead to the persecution of various minority and religious groups through the course of the war? What is the lasting impact (socially, economically, politically, and morally) that WWII had on the modern United States?

Student objectives (outcomes): Students will be able to: Identify major themes from our study of WWII. Apply knowledge gained throughout the unit to answer questions. Use specific examples from class discussions and primary sources studied throughout the unit.

Stage 2 – Assessment Evidence Performance Task(s): Discuss questions with group members, taking turns writing down answers. Collaborate with peers in order to synthesize answers. Review major concepts in preparation for individual assessment.

Other Evidence: Written response sheet. Notes for unit.

Stage 3 – Learning Plan Learning Activities: (2 minutes) Teacher will distribute question sheet and two blank sheets of answer paper, going over directions. (remainder of class) Students will work the remaining time on discussing, synthesizing discussions, and answering questions.

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U.S. History Names:___________________________________________ Unit 7 Group Test: WWII (25 pts) Directions: Discuss the following questions with your group. After your group comes to a consensus of the answer, have one member write down the answer on a seperate sheet of paper. Make sure to rotate the paper so that each group member writes.

1. What were the reasons for Hitler’s rise to power? Describe the use of Nazi terror. 2. How did the Axis Powers demonstrate aggression? What was the Allies’ response? 3. Why did America abandon neutrality and prepare for war? 4. What is the significance of Pearl Harbor? 5. How did the aftermath of Pearl Harbor lead to discrimination of Japanese-Americans? 6. What actions did the U.S. take to mobilize for war? 7. Describe the major events of the war on two fronts: Europe and the Pacific. 8. Why were the following considered “turning points” in the war: Stalingrad, D-Day, and Midway? 9. Why did the U.S. ultimately decide to use the atomic bomb? 10. How were the Yalta & Potsdam conference a prelude to the Cold War?

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U.S. History Name:_______________________________ Unit 7 Test: WWII (60 pts) Multiple Choice (25 pts) ____ 1. Adolph Hitler agreed with all of the following EXCEPT:

A. the supremacy of the Aryan race. B. the Third Reich. C. anti-semitism. D. the Treaty of Versailles.

____ 2. Which nation(s) signed a nonaggression pact with Germany? A. Italy C. Italy and Japan B. Spain D. the Soviet Union ____ 3. The German system of “blitzkrieg” was a military strategy that depended on:

A. a system of fortifications. B. “out-waiting” the opponent. C. surprise and overwhelming force. D. the ability to make a long and steady advance.

____ 4. Britain and France adopted a policy of “appeasement” toward Germany:

A. when Hitler wanted to take over the Sudetenland. B. when Hitler invaded Poland. C. when the US entered the war. D. after France was invaded and divided.

____ 5. All of the following are examples of a fascist government in 1940, EXCEPT:

A. Germany C. USSR B. Italy D. Spain ____ 6. What led to Germany’s defeat of France?

A. The French were overwhelmed by the German Maginot Line. B. France had stationed too many of its forces in Poland. C. The French did not expect an attack through the Ardennes forest region of Belgium. D. For nearly a year, Germany bombed Paris from the air.

____ 7. What was the name of the U.S. operation in North Africa?

A. “Operation Overlord” C. “Operation Manhattan” B. “Operation Torch” D. “Operation Luftwaffe”

____ 8. The Battle of the Bulge was significant because it marked the: A. last German offensive. B. last submarine battle in the Atlantic. C. Allies’ first victory in a land battle. D. Axis powers’ first loss in a land battle.

____ 9. Known as D-Day, June 6, 1944, was the day when: A. Germany surrendered. B. Allied forces invaded France.

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C. the U.S. entered the war. D. the Soviets stopped the Germans at Stalingrad.

____ 10. Hitler believed that Austria and the Sudetenland should be part of the German empire because:

A. those areas were close to Germany. B. those areas had strong armies. C. those areas had a majority of German-speaking citizens. D. those areas were anti-American.

____ 11. Hitler’s 2 biggest mistakes in WWII were:

A. the Battle of Britain and the reinstatement of Mussolini. B. forming an alliance with Italy and sleeping in on D-Day. C. invading the USSR and declaring war against the U.S. D. forming an alliance with Japan and failing to develop the atomic bomb.

____12. Who, when forced to abandon the Philippines, made the vow, “I shall return”?

A. Hideki Tojo C. Douglas MacArthur B. Chester Nimitz D. FDR

____ 13. What was Doolittle’s raid?

A. The first U.S. attack on the Japanese mainland. B. The air attack of Japanese forces in the Philippines. C. An attack on the aircraft carriers that attacked Pearl Harbor. D. A failed Japanese attempt to take over Australia.

____ 14. The battle that stopped the Japanese advance to Australia was:

A. Midway Island C. Leyte Gulf B. Coral Sea D. Okinawa

____ 15. The “turning point” in the Pacific war was:

A. Midway Island C. Leyte Gulf B. Coral Sea D. Iwo Jima

____ 16. The most famous Marine Corps battle at which a flag was raised over Mt.Suribachi was:

A. Okinawa C. Tarawa B. Guadalcanal D. Iwo Jima

____ 17. 10,000 US and Filipino troops died during a forced march on the _____________ in the Philippines.

A. Bataan Peninsula C. sands of Iwo Jima B. Island of Corregidor D. Tarawan Peninsula

____ 18. The first Japanese loss on the land was the:

A. Battle of Iwo Jima C. Battle of Guadalcanal B. Battle of Coral Sea D. Battle of Midway Island

____ 19. What was the name of the “offensive strategy” used by the U.S. in the Pacific?

A. Kamikaze assault C. Mac-Nimitz Campaign B. Island hopping D. Operation Olympia

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____ 20. In what year did WWII end? A. 1942 B. 1944 C. 1945 D. 1946

____ 21. What was the name and number of the order given by FDR that allowed Japanese-Americans

to be put into relocation camps during WWII? A. Executive Order 4425 C. Executive Order 3952 B. Executive Order 9066 D. Executive Order 6644

____ 23. The first Japanese loss on the sea was the: A. Battle of Iwo Jima C. Battle of Guadalcanal B. Battle of Coral Sea D. Battle of Midway Island ____ 24. The results of the Doolittle raid were: A. the U.S. took over Japan and destroyed Tokyo. B. U.S. morale was boosted and the Japanese lost some confidence. C. all the planes involved in the raid were shot down and most of the pilots died. D. all of the above. ____ 25. When the U.S. won this battle, they had a base from which to bomb mainland Japan: A. Battle of Okinawa C. Battle of Guadalcanal

B. Battle of Midway D. Battle of Coral Sea Matching: Names (7 pts) _____1. Joseph Stalin A. Sought to rebuild the Roman Empire _____2. Benito Mussolini B. Militaristic leader who approved his nation’s attack on Pearl Harbor _____3. Francisco Franco C. British opponent of the “appeasement” policy _____4. Neville Chamberlain D. Expressed views against isolationism and supported military aid to

Great Britain

_____5. Hideki Tojo E. Proclaimed “peace in our time” after the Munich Conference _____6. Winston Churchill F. Spanish Fascist leader who came to power in 1939 _____7. FDR G. Leader of the USSR during WWII Short Answer (15 points)

1. WWII began on September 1, 1939 when Hitler invaded this country: ____________________

2. What event led to U.S. involvement in WWII?

Event: ____________________________________________

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Date of Event: ______________________________________

3. Who was the French president who led the French resistance from his base in Great Britain?

Why Great Britain? (2 pts)

4. Why was D-Day a significant event in determining the outcome of the war in Europe? (2 pts)

5. Explain 2 of the reasons for Hitler’s rise to such great power in Germany in the 1930s. (4 pts)

6. In your opinion, was appeasement the right policy for Britain in 1938? Support your answer with specifics. (3 pts)

7. List 3 reasons why the U.S. focused on fighting Germany first despite having been attacked by Japan. (3 pts)

Matching: Terms (11 pts)

_____ 1. Totalitarianism A. Allowed U.S. to send weapons to Britain regardless of its ability to pay

_____ 2. Nazism B. Hitler believed his master race deserved lots of living space.

_____ 3. Allies C. Required countries to pick up their U.S. supplies in U.S. ports

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_____ 4. Vichy France D. Any form of government where person in charge has absolute power

_____ 5. Cash & Carry E. Hitler’s empire

_____ 6. Lend-Lease Act F. Partnership of the U.S., Great Britain, France and the Soviet Union

_____ 7. Anschluss H. Hitler’s master race

_____ 8. Aryan I. Against the Jews

_____ 9. 3rd Reich J. Germany’s union with Austria in 1938

_____ 10. Lebensraum K. “Puppet regime” established by Nazi Germany in 1940.

_____ 11. Anti-Semitism L. Form of government that promoted anti-Semitism & the Aryan race.

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Project References

Appeasement cartoon by Dr. Seuss. Social Studies and History Teacher’s Blog. Retrieved from https://multimedialearningllc.wordpress.com/2012/10/28/appeasement-cartoon-by-dr-seuss/ Ayers, E.L., Schulzinger, R.D., de la Teja, J.F., & White, D.G. (2007). American Anthem: Modern American History. Austin, TX: Holt, Rinehart & Winston. Cusack, M. (1990). Hitler's rise to power. Scholastic Update, 122(7), 10-11. Learning Personalized. (2018). Sample UbD Units. Retrieved from http://www.learningpersonalized.com/wp-content/uploads/2016/04/UbD-Unit-Samples-DG.pdf Low, D. (1936). Stepping Stones to Glory. Retrieved from http://www.johndclare.net/RoadtoWWII1_Stufenplan.htm Minear, R.H. (1999). Dr. Seuss Goes to War. New Press. Retrieved from https://library.ucsd.edu/speccoll/dswenttowar/#intro. Minnesota Department of Education. Social Studies. Minnesota Department of Education. Retrieved from https://education.mn.gov/MDE/dse/stds/soc/ Stanford History Education Group. The Atomic Bomb. Retrieved from https://sheg.stanford.edu/history-lessons/atomic-bomb. Stanford History Education Group. History Lessons. Retrieved from https://sheg.stanford.edu/history-lessons?f%5B0%5D=topic%3A8&page=9#main- content#main-content Wiggins, G. & McTighe, J. (2005). Understanding By Design. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved from https://www.cpet.ufl.edu/wp- content/uploads/2016/06/Understanding-by-Design-Expanded-2nd- Edition.pdf

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https://multimedialearningllc.wordpress.com/2012/10/28/appeasement-cartoon-by-dr-seuss/

http://www.learningpersonalized.com/wp-content/uploads/2016/04/UbD-Unit-Samples-DG.pdf

https://education.mn.gov/MDE/dse/stds/soc/

https://education.mn.gov/MDE/dse/stds/soc/

https://sheg.stanford.edu/history-lessons/atomic-bomb

https://sheg.stanford.edu/history-lessons?f%5B0%5D=topic%3A8&page=9#main-

https://sheg.stanford.edu/history-lessons?f%5B0%5D=topic%3A8&page=9#main-

about:blank

https://www.cpet.ufl.edu/wp-

https://www.cpet.ufl.edu/wp-